تأثیر یادگیری الکترونیکی بر مهارت‌های ارتباطی دانشجویان
محورهای موضوعی : مدیریت آموزشینرگس ساعدی 1 , اسماعیل سعدی پور 2
1 - دانش آموخته کارشناسی ارشد تکنولوژی آموزشی، دانشگاه علامه طباطبائی، تهران، ایران
2 - دانشیار گروه روانشناسی تربیتی، دانشگاه علامه طباطبائی، تهران، ایران
کلید واژه: یادگیری الکترونیکی, دانشجویان, سازگاری اجتماعی, ابراز وجود,
چکیده مقاله :
به کمک سیستم مدیریت یادگیری، می‌توان به ارایه انواع محتوای تحت وب پرداخت که در سال‌های اخیر استقبال زیادی از آن شده است. این مطالعه، با هدف تعیین تأثیر یادگیری الکترونیکی با روش مودل، بر مهارت‌های ارتباطی با دو متغیر ابراز وجود و سازگاری اجتماعی دانشجویان است. روش پژوهش، از نوع شبه‌آزمایشی به همراه گروه کنترل و گواه بوده است. جامعه مورد نظر دانشجویان دانشگاه علامه طباطبایی در سال تحصیلی 96-1395 بودند. از پرسش‌نامه سازگاری اجتماعی بل (با پایایی 0/89) و پرسش‌نامه ابراز وجود گمبل و ریجی (با پایایی 0/88) به عنوان ابزار پژوهش استفاده شد. 170 پرسش‌نامه بین دانشجویان دانشکده روانشناسی توزیع شد و سپس، با توجه به داده های به دست آمده 50 نفر از کسانی که دارای پایین ترین میزان سازگاری اجتماعی و ابراز وجود بودند، انتخاب شدند. کل افراد انتخاب شده، به صورت تصادفی ساده، در دو گروه آزمایش و کنترل قرارگرفتند. گروه آزمایش هشت جلسه شصت دقیقه‌ای به کمک یادگیری الکترونیکی، آموزش مربوط به مهارت های ابراز وجود و سازگاری اجتماعی را دریافت کردند و گروه کنترل به شیوه مرسوم آموزش دیدند. داده های دو گروه به روش کوواریانس تحلیل شدند. نتایج حاکی از اختلاف معنی دار بین گروه کنترل و آزمایش بود و این اختلاف به نفع گروه آزمایش بود. بر اساس این پژوهش می‌توان نتیجه گیری کرد که یادگیری الکترونیکی موجب ارتقای مهارت های ارتباطی می شود.
With the help of the Learning Management system, it can offer a variety of web-based content that has been welcomed in recent years. The aim of this study was to determine the effect of e-learning by Moodle method on communication skills with two variables of assertive and social adjustment of students. The research method was quasi-experimental with control and experimental group. The statistical population was students of Allameh Tabataba'i University in the academic year of 2016-17. Bell's social adjustment questionnaire (with a reliability of 0.89) and the Gambrill & Richey Assertion Inventory (with a reliability of 0.88) were used as a research tool. 170 questionnaires were distributed among the students of the faculty of Psychology and then, according to the data obtained, 50 people with the lowest level of social adjustment and assertiveness were selected. All subjects were randomly assigned into two groups of experimental and control. The experimental group received eight sixty-minute sessions with the help of e-learning, training on social assertiveness and social skills, and the control group trained in a conventional way. Data were analyzed by Covariance method. The results showed a significant difference between the control and experimental groups and this difference was in favor of the experimental group. Based on this research, it can be concluded that electronic learning improves communication skills.
Alshammari, S. H., Ali, M. B., & Rosli, M. S. (2016). The infuences of technical support, self efficacy and instructional design on the usage and acceptance of LMS: A comprehensive reveiw. The Turkish Online Journal of Educational Technology, 15(2), 116-125.
Cleveland-Innes, M., & Campbell, P. (2012). Emotional presence, learning, and the online learning environment. The International Review of Research in Open and Distributed Learning, 13(4), 269-292.
Durlak, J. A., Weissberg, R. P., Dymnick, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students social and emotional leraning: A meta-analysis of school-based universal interventions. Child Development, 82(12), 405-432.
Edmunds, B., & Hartnett, M. (2014). Using a learning management systen to personalise learning for primary school students. Open, Flexible, and Distance Learning, 18(1), 11-29.
Eisler, R. M., Hersen, M., & Miller, P. M. (1973). Effects of modeling on components of assertive behavior. Behavior Therapy and Experimental Psychiatry, 4(1), 1-6.
Garrido, A., Morales, L., & Serina, I. (2016). On the use of case-based planning for
e-learning personalization. Expert Systems with Applications, 60, 1-15.
Gerdes, H., & Mallinckrodt, B. (1994). Emotional, social, and academic adjustment of college students: A longitudinal study of retention. Counseling and Development, 72(3), 281-288.
Ghasemi Sameni, M., & Zarei Zavaraki, E. (2014). Podcast impact on cooperative learning of Allameh Tabatabai University students. ICT in Educational Knowledge, 6(2), 5-18.
Hart, R. (2006). Using e-learning to help students develp lifelong learning skills. A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Distrubuted Learning: Royal Road University.
Islam, N., Beer, M., & Slack, F. (2015). E-learning challenges faced by academics in higher education: A literature review. Educaion and Training Studies, 3(5), 102-112.
Jedari, B., Tie Qiu, L., Rahim, A., & Xia, F. (2017). A game-theoretic incentive scheme for social-aware routing in selfish mobile social networks. Future Generation Computer Systems, 70, 178-190.
Kristensen, T. (2016). A distributed intelligent e-learning system. Multi Coference on Computer Science and Information Systems (134-144). Madeira, Potrugal: IADIS.
Lin, H. M., Chen, W. J., & Nien, S. F. (2014). The study of achievement and motivation by e-learning: A case study. International Journal of Information and Education, 4(5), 421-425.
Mahmoodi Kahriz, B., Bagherian, F., Heidari, M. (2013). The role of self-regulation in students' social dialogue. Transformational Psychology: Iranian Psychologists, 10(40), 383-393.
Momenirad, A., Aliabadi, K. H., & Porjamshidi, M. (2015). Personality effects on learner participation in Moodle learning management system. Strategies of Teaching in Medical Science, 7(5), 293-297.
Nuangchalerm, P., Sakkumduang, K., Uhwha, S., & Chansirisira, P. (2014). Implementinge-learning designed courses in general education. Asian Journal of Educaion and E-Learning, 2(4), 259-263.
Pedrosa, C. M., Barbero, B. R., & Miguel, A. R. (2014). Spatial visualization learning in engieering: Traditonal methods VS a web- based tool. Educational Technology and Society, 17(2), 142-157.
Saeidian, F., & Nili, M. (2012). Impact of assertiveness training on social compatibility and positive self-concept of female headed households. Clinical Psychology, 6(2), 2-25.
Stettler, N., Signer, T. M., & Suter, P. M. (2004). Electronic games and environmental factors associated with childhood obesity in Switzerland. Obesity Research, 12(6), 896-903.
Weissman, M., & Bothwell, S. (1976). Assessment of social adjustment by patient self-report. Arch Gen Psychiarty, 33(9), 1111-1115.
Yang, C. C., & Brown, B. B. (2015). Factors involved in associations between Facebook use and college adjustment: Social competence, perceived usefulness, and use patterns. Computers in Human Behavior, 46(3), 245-253.
_||_Alshammari, S. H., Ali, M. B., & Rosli, M. S. (2016). The infuences of technical support, self efficacy and instructional design on the usage and acceptance of LMS: A comprehensive reveiw. The Turkish Online Journal of Educational Technology, 15(2), 116-125.
Cleveland-Innes, M., & Campbell, P. (2012). Emotional presence, learning, and the online learning environment. The International Review of Research in Open and Distributed Learning, 13(4), 269-292.
Durlak, J. A., Weissberg, R. P., Dymnick, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students social and emotional leraning: A meta-analysis of school-based universal interventions. Child Development, 82(12), 405-432.
Edmunds, B., & Hartnett, M. (2014). Using a learning management systen to personalise learning for primary school students. Open, Flexible, and Distance Learning, 18(1), 11-29.
Eisler, R. M., Hersen, M., & Miller, P. M. (1973). Effects of modeling on components of assertive behavior. Behavior Therapy and Experimental Psychiatry, 4(1), 1-6.
Garrido, A., Morales, L., & Serina, I. (2016). On the use of case-based planning for
e-learning personalization. Expert Systems with Applications, 60, 1-15.
Gerdes, H., & Mallinckrodt, B. (1994). Emotional, social, and academic adjustment of college students: A longitudinal study of retention. Counseling and Development, 72(3), 281-288.
Ghasemi Sameni, M., & Zarei Zavaraki, E. (2014). Podcast impact on cooperative learning of Allameh Tabatabai University students. ICT in Educational Knowledge, 6(2), 5-18.
Hart, R. (2006). Using e-learning to help students develp lifelong learning skills. A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Distrubuted Learning: Royal Road University.
Islam, N., Beer, M., & Slack, F. (2015). E-learning challenges faced by academics in higher education: A literature review. Educaion and Training Studies, 3(5), 102-112.
Jedari, B., Tie Qiu, L., Rahim, A., & Xia, F. (2017). A game-theoretic incentive scheme for social-aware routing in selfish mobile social networks. Future Generation Computer Systems, 70, 178-190.
Kristensen, T. (2016). A distributed intelligent e-learning system. Multi Coference on Computer Science and Information Systems (134-144). Madeira, Potrugal: IADIS.
Lin, H. M., Chen, W. J., & Nien, S. F. (2014). The study of achievement and motivation by e-learning: A case study. International Journal of Information and Education, 4(5), 421-425.
Mahmoodi Kahriz, B., Bagherian, F., Heidari, M. (2013). The role of self-regulation in students' social dialogue. Transformational Psychology: Iranian Psychologists, 10(40), 383-393.
Momenirad, A., Aliabadi, K. H., & Porjamshidi, M. (2015). Personality effects on learner participation in Moodle learning management system. Strategies of Teaching in Medical Science, 7(5), 293-297.
Nuangchalerm, P., Sakkumduang, K., Uhwha, S., & Chansirisira, P. (2014). Implementinge-learning designed courses in general education. Asian Journal of Educaion and E-Learning, 2(4), 259-263.
Pedrosa, C. M., Barbero, B. R., & Miguel, A. R. (2014). Spatial visualization learning in engieering: Traditonal methods VS a web- based tool. Educational Technology and Society, 17(2), 142-157.
Saeidian, F., & Nili, M. (2012). Impact of assertiveness training on social compatibility and positive self-concept of female headed households. Clinical Psychology, 6(2), 2-25.
Stettler, N., Signer, T. M., & Suter, P. M. (2004). Electronic games and environmental factors associated with childhood obesity in Switzerland. Obesity Research, 12(6), 896-903.
Weissman, M., & Bothwell, S. (1976). Assessment of social adjustment by patient self-report. Arch Gen Psychiarty, 33(9), 1111-1115.
Yang, C. C., & Brown, B. B. (2015). Factors involved in associations between Facebook use and college adjustment: Social competence, perceived usefulness, and use patterns. Computers in Human Behavior, 46(3), 245-253.
